Linking School Resources to Strategies to Double Student Performance and Close the Achievement Gap

1. Linking School Resources to Strategies to Double Student Performance and Close the Achievement Gap Every Child Counts: A Symposium Dedicated to Ending the Gap New York State United Teachers Albany, NY October 25, 2007 Allan R. Odden Lawrence O. Picus and Associates

2. Allan R. Odden 2 Prime Education Goal Dramatically improve student achievement � and close the gap Rhetoric: all students to high standards Our definition: Double Student Performance and halve the achievement gap

3. Allan R. Odden 3 School Finance Perspective �Adequacy� covers these goals, and adds the funding and resource use dimensions

4. Allan R. Odden 4 Adequacy What it costs to educate children to world class performance standards � and close the achievement gap

5. Allan R. Odden 5 Why �Adequacy�? Odd word for an ambitious goal We mean doubling performance and at least halving the achievement gap in five years Without doubling costs We is Allan Odden and myself We is Allan Odden and myself

6. Allan R. Odden 6 Evidence-Based Approach Not just a funding model Linked to what it takes to dramatically improve student performance

7. Allan R. Odden 7 It Covers All Aspects of School Tough challenges require top talent, so it provides resources to staff schools with high quality teachers and leaders Core academics and electives Extra resources for students struggling to meet standards High quality professional development Students� personal and social skills So all the key resources to respond to performance pressures from NCLB and state accountability systems � to boost student achievement and end the achievement gap

8. Allan R. Odden 8 Three Bases of Knowledge How students learn complex materials: How People Learn Resource dimension of individual programs that work Resources for the strategies schools need to double student performance How People Learn (Bransford) How Students Learn: (Donovan & Bransford) Mathematics in the Classroom Science in the Classroom History in the Classroom Reading What Teachers Should Learn and Be Able to Do Darling-Hammond & Bransford How People Learn (Bransford) How Students Learn: (Donovan & Bransford) Mathematics in the Classroom Science in the Classroom History in the Classroom Reading What Teachers Should Learn and Be Able to Do Darling-Hammond & Bransford

9. Allan R. Odden 9 What We Do We link state school finance policy with what works in local schools. We know what works from studying schools that have doubled performance and reviewing existing research on individual programs that work. We turn the results into a new state school funding models.

10. Allan R. Odden 10 Study of Districts that have Aligned Resources with School Effectiveness Our studies in: Arkansas Washington Wisconsin Wyoming Other studies in: New York, Texas, California, etc. Other districts Aldine (TX) Garden Grove (CA) Chula Vista (CA) Jacksonville (FLOther districts Aldine (TX) Garden Grove (CA) Chula Vista (CA) Jacksonville (FL

11. Allan R. Odden 11 Ten Steps to Double Performance Conduct needs assessment Set higher goals Adopt a new curriculum Commit to data-based decision making Invest in on-going professional development Conduct a needs assessment Set higher goals Double performance 90 percent of children at or above proficiency or advanced. Adopt a new research-based curriculum Implement Data-based decision making Formative assessments Tailor instruction to exactly what students do and do not know Invest in extensive, long-term professional development Summer institutes for teachers Instructional facilitators in schools Money for trainers Conduct a needs assessment Set higher goals Double performance 90 percent of children at or above proficiency or advanced. Adopt a new research-based curriculum Implement Data-based decision making Formative assessments Tailor instruction to exactly what students do and do not know Invest in extensive, long-term professional development Summer institutes for teachers Instructional facilitators in schools Money for trainers

12. Allan R. Odden 12 Focus class time more efficiently Provide multiple interventions for struggling students Create professional learning communities Empower leaders to support instructional improvement Take advantage of external expertise Ten Steps to Double Performance Use school time more efficiently 90-120 minute reading blocks Protected math blocks Replace electives with double reading or math periods for struggling students Multiple extra-help strategies for struggling students 1-1 tutoring (by licensed teachers) Small group tutoring (by licensed teachers) Double periods during the regular day Extended day programs Summer school Extensive assistance for students with disabilities Create professional learning communities that work together relentlessly to boost student performance Support for improving instruction by Teachers School principal District leadership Take advantage of external professional expertise State department of education, Regional service units, Consultants, Research-based curriculum programs, Practice-based research findings, etc. Use school time more efficiently 90-120 minute reading blocks Protected math blocks Replace electives with double reading or math periods for struggling students Multiple extra-help strategies for struggling students 1-1 tutoring (by licensed teachers) Small group tutoring (by licensed teachers) Double periods during the regular day Extended day programs Summer school Extensive assistance for students with disabilities Create professional learning communities that work together relentlessly to boost student performance Support for improving instruction by Teachers School principal District leadership Take advantage of external professional expertise State department of education, Regional service units, Consultants, Research-based curriculum programs, Practice-based research findings, etc.

13. Allan R. Odden 13 The Challenge Scale up these strategies in all districts and Develop an adequate funding formula that provides all schools with the resources they need to deploy strategies to double performance and close the gap

14. Allan R. Odden 14 Our Process We work with the broad spectrum of education officials We develop state specific evidence-based models We help states design funding formulas that offer equity and adequacy but which are focused on improving student performance

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22. Allan R. Odden 22 What Does the Evidence-Based Model Cost? Compared to current expenditures Model costs are 2-9 percent above national average; the same for Wisconsin Full funding of NCLB and IDEA would enable full model funding on average nationally Exceeds current costs in low spending states Less than current costs in high spending states

23. Allan R. Odden 23 Major Implementation Issues Would schools use such resources for the most effective strategies? NO Thus what restrictions should be placed on the use of funds, and trade off block grant v. categorical program? What other implementation and leadership strategies are needed?

24. Allan R. Odden 24 Resources Odden, A.R. and Picus, L.O. (2008). School Finance: A Policy Perspective, 4th edition. New York, NY: McGraw-Hill. Available April 2007. How People Learn (Bransford, Brown and Cocking) How Students Learn: (Donovan & Bransford) Mathematics in the Classroom Science in the Classroom History in the Classroom Reading Forthcoming book on Doubling Student Performance Allan Odden and Sarah Archibald

25. Allan R. Odden 25 Allan R. Odden Professor, and Co-Director, Consortium for Policy Research in Education, University of Wisconsin-Madison Partner, Lawrence O. Picus and Associates 608 239 4671 arodden@lpicus.com